You will be thinking that we are coming to the end of this book: we’ve dealt with eight centuries, so there are only two to go. You may be surprised to learn, therefore, that in historical terms we are not even halfway. The reason for this discrepancy is that history is not time, and time is not history. History is not the study of the past per se; it is about people in the past. Time, separated from humanity, is purely a matter for scientists and star-gazers. If a previously unknown uninha...

Learning to communicate in and with a culture of science is a much broader undertaking than mastering a body of discrete conceptual or procedural knowledge. One observer, for example, describes the process of science education as one in which learners must engage in "border crossings" from their own everyday world culture into the subculture of science.^ The subculture of science is in part distinct from other cultural activities and in part a reflection of the cultural backgrounds of scienti...

Jean Piaget’s work is the origin of Constructivism, which is the foundation of learning-centered classrooms (Bogost, 2007). Constructivism is a broad theory of learning that argues (quite unlike Essentialism) that what matters in learning is not the accumulation of facts, paradigms, and theories but rather the meaning making that comes from taking these disparate notions and integrating them to form new knowledge. What matters is not the received wisdom handed down from generation to genera...

What science actually does is to show that any natural object we please may be treated in terms of relations upon which its occurrence depends, or as an event, and that by so treating it we are enabled to get behind, as it were, the immediate qualities the object of direct experience presents, and to regulate their happening, instead of having to wait for conditions beyond our control to bring it about. Reduction of experienced objects to the form of relations, which are neutral as respects q...

Not only does background knowledge grow in the brains of our students through their experiences,
but the vocabulary words that are stored as a result of such experiences provide avenues
to comprehend the curriculum from the text, as well as lecture and discussion. We can look at the
work of Piaget (1970), who concluded that we organize information in our brains in the form of a
schema, a representation of concepts, ideas, and actions that are related.
Schemata (the plural of schema) are form...

This inspired them to depart from testing memory for lists of words and events, and to explore the amount of rich, in-depth information remembered by couples about experienced events. They found these social exchanges led to clear collaborative memory benefits, which could take three forms:
“New information” such as finally snatching an elusive name of a musical thanks to a chain of prompts between the two parties.
Richer, more vivid descriptions of events including sensory information.
...